Research on the Design and Use of Multimedia and Hypermedia Systems ·Instructional Design – recommends that developers analyze each element in a multimedia product to determine which of Gagne’s nine Events of Instruction it aims to achieve and how well it achieves those events. ·Screen Design – Well-designed screens focus learners’ attention, develop and maintain interest, promote processing of information, promote engagement between learner and content, help students find and organize information, and support easy navigation through lessons. ·Interaction and feedback – Keep feedback on the same screen with the question and student response, and provide immediate feedback. Verify correct answers, and give hints and another try for incorrect answers.Tailor feedback to the response, and provide encouraging feedback; but do no make it more entertaining for students to provide wrong answers than to provide correct ones. ·Navigation – Support navigation with orientation cues, clearly defined procedures, clearly labeled back-and-forward buttons, and help segments where needed. ·Learner control – In general, provide older and more capable students with more control over the sequence of instructional tasks; younger, less experienced students should have a more guided sequence. ·Color – Use color sparingly, and employ it primarily for cueing and highlighting certain elements to bring them to the learner’s attention.Use a consistent color scheme throughout to promote ease of use. ·Graphics – Use graphics as well as text to present information that serves students who prefer one kind of presentation over the other.Use graphics sparingly for other purposes; in other words, don’t use graphics for the sake of using graphics. ·Animation – Use animation sparingly also and only to present dynamic processes of to highlight key information. ·Audio – Use audio for short presentation of program content, but do not let it compete with video presentation.Do not require long readings on each screen.Separate material into chunks on each of several screens. ·Video – Use video sequences for broader, abstract material (that with emotional impact) and for advanced organizers rather than for presenting detailed information. ·Utility – Does the hypermedia system provide learners with the content, tools, and necessary scaffolding they need to accomplish their instructional tasks? ·Usability – Is the hypermedia effective, efficient, and satisfies that he learner can accomplish a series of tasks in the application? Together, the utility and usability represents its usefulness. ·Aesthetics – Does the hypermedia or multimedia application represent those elements of the design that enhance and heighten the learner experience, as opposed to elements designed merely to satisfy the pedagogical or technical needs of the instructional objectives. The above framework provides designers and developers, as well as technology integration specialists, teachers, and students with a simple set of principles to consider when designing or selecting hypermedia and multimedia applications for use in the classroom setting.
Roblyer, M.D. and Doering, Aaron H. (2009). Integrating Education Technology into Teaching (5th ed.):Issues Shaping Today’s Technology in Education. Boston, MA: Allyn & Bacon.
of Multimedia and Hypermedia Systems
· Instructional Design – recommends that developers analyze each element in a multimedia product to determine which of Gagne’s nine Events of Instruction it aims to achieve and how well it achieves those events.
· Screen Design – Well-designed screens focus learners’ attention, develop and maintain interest, promote processing of information, promote engagement between learner and content, help students find and organize information, and support easy navigation through lessons.
· Interaction and feedback – Keep feedback on the same screen with the question and student response, and provide immediate feedback. Verify correct answers, and give hints and another try for incorrect answers. Tailor feedback to the response, and provide encouraging feedback; but do no make it more entertaining for students to provide wrong answers than to provide correct ones.
· Navigation – Support navigation with orientation cues, clearly defined procedures, clearly labeled back-and-forward buttons, and help segments where needed.
· Learner control – In general, provide older and more capable students with more control over the sequence of instructional tasks; younger, less experienced students should have a more guided sequence.
· Color – Use color sparingly, and employ it primarily for cueing and highlighting certain elements to bring them to the learner’s attention. Use a consistent color scheme throughout to promote ease of use.
· Graphics – Use graphics as well as text to present information that serves students who prefer one kind of presentation over the other. Use graphics sparingly for other purposes; in other words, don’t use graphics for the sake of using graphics.
· Animation – Use animation sparingly also and only to present dynamic processes of to highlight key information.
· Audio – Use audio for short presentation of program content, but do not let it compete with video presentation. Do not require long readings on each screen. Separate material into chunks on each of several screens.
· Video – Use video sequences for broader, abstract material (that with emotional impact) and for advanced organizers rather than for presenting detailed information.
· Utility – Does the hypermedia system provide learners with the content, tools, and necessary scaffolding they need to accomplish their instructional tasks?
· Usability – Is the hypermedia effective, efficient, and satisfies that he learner can accomplish a series of tasks in the application? Together, the utility and usability represents its usefulness.
· Aesthetics – Does the hypermedia or multimedia application represent those elements of the design that enhance and heighten the learner experience, as opposed to elements designed merely to satisfy the pedagogical or technical needs of the instructional objectives.
The above framework provides designers and developers, as well as technology integration specialists, teachers, and students with a simple set of principles to consider when designing or selecting hypermedia and multimedia applications for use in the classroom setting.
Roblyer, M.D. and Doering, Aaron H. (2009). Integrating Education Technology into Teaching (5th ed.): Issues Shaping Today’s Technology in Education. Boston, MA: Allyn & Bacon.